Історично-педагогічні передумови становлення загальної гуманітарної підготовки студентів у вищій школі США
DOI:
https://doi.org/10.31499/2306-5532.2.2015.51711Keywords:
загальна гуманітарна підготовка американських студентів, вища освіта США, студенти бакалавріату, навчальний куррикулумAbstract
На основі теоретичного аналізу праць американських дослідників та освітніх документів представлено авторську періодизацію основоположних напрямів становлення загальної гуманітарної підготовки студентів у США. Виокремлені п’ять основних періодів розвитку загальної гуманітарної складової американської вищої освіти схарактеризовано з позицій змісту та структури навчальних куррикулумів, а також організації навчально-виховного процесу в американських закладах вищої освіти з моменту заснування її перших інституцій на теренах США. Встановлено, що початок ХХІ століття ознаменувався появою нової, удосконаленої моделі загальної гуманітарної освіти у вищій школі США, яка по праву може називатися суто американською на противагу класичній англосаксонській моделі, з якої вона бере свої витоки.
На основе теоретического анализа работ американских исследователей и образовательных документов представлена авторская периодизация основных направлений становления общей гуманитарной подготовки студентов в США. Выделены пять основных периодов развития общей гуманитарной составляющей американского высшего образования охарактеризованы с позиций содержания и структуры учебных куррикулумов, а также организации учебно-воспитательного процесса в американской высшей школе с момента основания ее первых институтов на территории США. Установлено, что начало XXI века ознаменовалось появлением новой, усовершенствованной модели общего гуманитарного образования в высшей школе США, которая по праву может называться чисто американской в противовес классической англосаксонской модели, с которой она берет свои истоки.
The paper highlights the historical roots of liberal arts education (it is also known as general education), tracing its development through five singled periods. In early American higher education there was a unified liberal arts curriculum focused largely on classical studies. Over time, a new emphasis on education as a means to prepare individuals for a variety of vocations caused modifications in how general education has been offered to students.
Nowadays it is something of an educational industry in the United States as nowhere else in the world. As the twenty-first century begins, liberal arts education has become a part of every student’s baccalaureate education and should be viewed as a method of enhancing the overall level of learning for undergraduate students. Liberal arts education is a modern conceptualization of an old idea. It is therefore an essential and critical piece of the overall undergraduate educational experience.
Liberal arts education is tightly correlated with the values of American democracy, with American ideas of citizenship, and with American view of a life well lived. This type of undergraduate study has worked out the ideal of liberally educated student of the twenty-first century who is a lifelong learner, open-minded, tolerant, intellectually curious, self-actualizing with striving for personal growth, physical and mental health and spiritual well-being. As a learner and global citizen, the liberally educated person is actively engaged with the world in all of its complexity, diversity and dynamism. Liberal arts education in the US higher school continues to be reviewed and reevaluated historically and philosophically, and its models continue to be reexamined and restructured.
References
Adler M. J. Reforming Education: The Opening of the American Mind / Mortimer Jerome Adler, Geraldine Van Doren. – N. Y.: Collier Books and Macmillan Publishing, 1990. – 362 p.
Barker C. M. Liberal Arts Education for a Global Society / Carol M. Barker. – Carnegie Corporation of New York, 2000. – 14 p.
Bell D. The Reforming of General Education: The Columbia Experience in Its National Setting / Daniel Bell. – New York: Columbia University Press, 1966. – 312 p.
Brubacher J. S. Higher Education in Transition: A History of American Colleges and Universities / J. S. Brubacher, R. Willis. – New Brunswick, N. J.: Transaction Publishers, 1997. – 564 р.
College learning for the new global century [Electronic resource]. – Washington, DC: Association of American Colleges and Universities, 2007. – 62 c. – Mode of access: http://www.aacu.org/sites/default/ files/files/LEAP/GlobalCentury_final.pdf.
Freedman J. O. Liberal education and the public interest / James O. Freedman. – Iowa City: University of Iowa Press, 2003. – 158 p.
General Education in a Free Society: Report of the Committee. – Harvard: Harvard University Press, 1945. – 288 р.
General Education Maps and Markers: Designing Meaningful Pathways to Student Achievement [Electronic resource]. – Washington, DC: the Association of American Colleges and Universities, 2015. – 29 p. – Mode of access: http://www.aacu.org/sites/default/files/files/publications/GenEdDesignPrincip les.pdf.
Harpham G. G. The humanities and the dream of America / Geoffrey Galt Harpham. – Chicago: University of Chicago Press, 2011. – 245 p.
Harpham G. G. The Human and the Humanities / G. G. Harpham // Wake County Physician Magazine. – 2008. – Vol. 14. – № 4. – P. 26–35.
Hovland K. Shared future: Global Learning and Liberal Education [Electronic resource] / Kevin Hovland. – Washington, DC: Association of American Colleges and Universities, 2006. – 37 p. –Mode of access: https://www.gvsu.edu/cms3/assets/526F4779-E0C8-71E0-2B3496752EE01356/resources/ shared_futures.pdf.
Hutchins R. The Learning Society / Robert Maynard Hutchins. – Harmondsworth: Penguin, 1970. – 206 p.
Kerr С. The Uses of the University: The Godkin Lectures on the Essentials of Free Government and the Duties of the Citizen Book / Clark Kerr. – Harvard University Press, 2001. – 5 edition. – 288 p.
Kimball B. A. Toward pragmatic liberal education / B. A. Kimball // The Condition of American Liberal Eeducation: [R. Orrill (ed.)]. –New York: College Entrance Examinations Board, 1995. – Р. 3–122.
Liberal Education Outcomes: A Preliminary Report on Student Achievement in College [Electronic resource]. –Washington, DC : the Association of American Colleges and Universities, 2009. – Mode of access: http://archive.aacu.org/leap/pdfs/LEAP_Report_FINAL.pdf.
Martin J. R. Changing the educational landscape: Philosophy, women, and curriculum / J. R. Martin. – New York, NY: Routledge, 1994. – 252 р.
Roth M. S. Creative, Humanistic, and Pragmatic: Liberal Education in America / Michael S. Roth // Diversity and Democracy. – 2012. – Vol. 15. – № 1. – P. 2–5.
Russell D. R. Writing across the Curriculum in Historical Perspective: Toward a Social Interpretation / David R. Russell // College English. – 1990. – Vol. 52. – № 1. – P. 52–73.
Sheridan D. A. Modern and postmodern challenges to liberal education / D. A. Sheridan //The liberal arts in higher education: Challenging assumptions, exploring possibilities[D. Glyer & D. L. Weeks (Eds.)]. –Lanham, MD: University Press of America, 1998. – P. 25–45.
The Educational Leadership Program // Newsletter. – Fall 2000. – Vol. 2. – № 1. – 11 р.
Wilson W. Should an antecedent liberal education be required of students in law, medicine, and theology? / W. Wilson // The papers of Woodrow Wilson (1892–1894). – Princeton: Princeton University Press, 1970. – Vol. 8. – P. 285–292.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Світлана Федоренко
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
Responsibility for technical content and for protection of proprietary material rests solely with the author(s) and their organizations and is not the responsibility of the publisher, journal or its Editorial Staff.
The main author is responsible for ensuring that the article has been seen and approved by all the other authors.
It is the responsibility of the author to obtain all necessary copyright release permissions for the use of any copyrighted materials in the manuscript prior to the submission.
